CEC Knowledge and Skill Base for All Beginning Special Education Teachers of Students Who Are Deaf and Hard of Hearing

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1 CEC Knowledge and Skill Base for All Beginning Special Education Teachers of Students Who Are Deaf and Hard of Hearing Special Education Standard #1: Foundations Common Core CC1K1 CC1K2 CC1K3 CC1K4 CC1K5 CC1K6 CC1K7 CC1K8 CC1K9 CC1K10 Skill: CC1S1 Models, theories, and philosophies that form the basis for special education practice. Laws, policies, and ethical principles regarding behavior management planning and implementation. Relationship of special education to the organization and function of educational agencies. Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs. Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds. Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services.) Family systems and the role of families in the educational process. Historical points of view and contribution of culturally diverse groups. Impact of the dominant culture on shaping schools and the individuals who study and work in them. Potential impact of differences in values, languages, and customs that can exist between the home and school. Articulate personal philosophy of special education. SPED Course Number & Name 4/ Intro to Deaf Studies Deaf and Hard of Hearing

2 DH1K1 DH1K2 DH1K3 DH1K4 DH1K5 DH1S1 Educational definitions, identification criteria, labeling issues, and incidence and prevalence figures for individuals who are deaf or hard of hearing. Models, theories, and philosophies that provide the basis for educational practice for individuals who are deaf or hard of hearing. Etiologies of hearing loss that can result in additional sensory, motor, and/or learning differences. Issues and trends in the field of education of individuals who are deaf or hard of hearing. Major contributors to the field of education of individuals who are deaf or hard of hearing. Apply theories, philosophies, and models of practice to the education of individuals who are deaf or hard of hearing. 4/53313-Literacy for DHH 4/53311-DHH Special Needs 4/53324-Curriculum DHH Inquiry: Stud Tchg 43392/63391-Pracitcum 43981/63992-Stud Tchg

3 Special Education Standard #2: Development and Characteristics of Learners Common Core CC2K1 CC2K2 CC2K3 CC2K4 CC2K5 CC2K6 CC2K7 Typical and atypical human growth and development. Educational implications of characteristics of various exceptionalities. Characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning needs and the family. Family systems and the role of families in supporting development. Similarities and differences of individuals with and without exceptional learning needs. Similarities and differences among individuals with exceptional learning needs. Effects of various medications on individuals with exceptional learning needs. SP&A Phonemic Bases SP&A Spe/Lang Dev 4/ Language Dev DHH Deaf and Hard of Hearing DH2K1 DH2K2 Cognitive development of individuals who are deaf or hard of hearing. Impact of the onset of hearing loss, age of identification, and provision of services on the development of the individual who is deaf or hard of hearing. None in addition to Common Core SP&A Phonemic Bases SP&A Spe/Lang Dev SP&A Educ Audiol Special Education Standard #3: Individual Learning Differences Common Core CC3K1 Effects an exceptional condition(s) can have on an individual s life.

4 CC3K2 CC3K3 CC3K4 CC3K5 Impact of learners academic and social abilities, attitudes, interests, and values on instruction and career development. Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs. Family, and schooling. Cultural perspectives influencing the relationships among families, schools and communities as related to instruction. Differing ways of learning of individuals with exceptional learning needs including those from culturally diverse backgrounds and strategies for addressing these differences. 4/53010 Family Prof Collab 4/ Deaf Resid Prac Deaf and Hard of Hearing DH3K1 DH3K2 DH3K3 DH3K4 Impact of educational placement options with regard to cultural identity and linguistic, academic, and socialemotional development. Cultural dimensions of hearing loss that may impact the individual. Influence of families on the overall development of the individual who is deaf or hard of hearing. Impact of hearing loss on learning and experience. None in addition to Common Core Special Education Standard #4: Instructional Strategies Common Core Skill: CC4S1 Use strategies to facilitate integration into

5 CC4S2 CC4S3 CC4S4 CC4S5 CC4S6 various settings. Teach individuals to use self-assessment, problem solving, and other cognitive strategies to meet their needs. Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs. Use strategies to facilitate maintenance and generalization of skills across learning environments. Use procedures to increase the individual s self-awareness, selfmanagement, self-control, self-reliance, and self-esteem. Use strategies that promote successful transitions for individuals with exceptional learning needs. Deaf and Hard of Hearing DH4K1 DH4K2 Sources of specialized materials for individuals who are deaf or hard of hearing. Required procedures and technologies consistent with program philosophy required to educate individuals who are deaf or hard of hearing.

6 DH4K3 DH4S1 DH4S2 DH4S3 DH4S4 Instructional strategies for teaching individuals who are deaf or hard of hearing. Proficiency in the languages used to teach individuals who are deaf or hard of hearing. Provide activities to promote literacy in English and/or ASL. Prepare individuals who are deaf or hard of hearing in the use of interpreters. Apply first and second language teaching strategies to the needs of the individual ASL ASL ASL ASL 4 4/ Deaf Resid Prac 4/ Deaf Resid Prac

7 Special Education Standard #5: Learning Environments and Social Interactions Common Core CC5K1 Demands of learning environments. CC5K2 CC5K3 CC5K4 CC5K5 CC5K6 CC5K7 CC5K8 CC5K9 CC5K10 CC5S1 CC5S2 Basic classroom management theories and strategies for individuals with exceptional learning needs. Effective management of teaching and learning. Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. Social skills needed for educational and other environments. Strategies for crisis prevention and intervention. Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world. Ways to create learning environments that allow individuals to retain and appreciate their own and each others respective language and cultural heritage. Ways specific cultures are negatively stereotyped. Strategies used by diverse populations to cope with a legacy of former and continuing racism Create a safe, equitable, positive, and supportive learning environment in which diversities are valued. Identify realistic expectations for personal and social behavior in various settings. 4/ Deaf Resid Prac CC5S3 Identify supports needed for integration into various program placements. CC5S4 Design learning environments that

8 CC5S5 CC5S6 CC5S7 encourage active participation in individual and group activities. Modify the learning environment to manage behaviors. Use performance data and information from all stakeholders to make or suggest modifications in learning environments. Establish and maintain rapport with individuals with and without exceptional learning needs /63391-Pracitcum 43981/63992-Stud Tchg CC5S8 Teach self-advocacy. CC5S9 Create an environment that encourages self-advocacy and increased independence. CC5S10 Use effective and varied behavior management strategies. CC5S11 Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs. CC5S12 Design and manage daily routines. CC5S13 CC5S14 CC5S15 Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences. Mediate controversial intercultural issues among students within the learning environment in ways that enhance any culture, group, or person. Structure, direct, and support the activities of paraeducators, volunteers, and tutors.

9 CC5S16 Use universal precautions. HED Deaf and Hard of Hearing DH5K1 DH5K2 DH5S1 DH5S2 DH5S3 DH5S4 DH5S5 Processes for establishing ongoing interactions of individuals who are deaf or hard of hearing with peers and role models who are deaf or hard of hearing. Learner opportunities for interaction with communities of individuals who are deaf or hard of hearing on local, state, and national levels. Modify the instructional environment to meet the physical, cognitive, cultural, and communication needs of the individual who is deaf or hard of hearing. Modify incidental language experiences to fit the visual and other sensory needs of individuals who are deaf or hard of hearing. Manage assistive/augmentative technology for individuals who are deaf or hard of hearing. Select, adapt, and implement classroom management strategies considering deaf cultural factors. Design a classroom environment that maximizes opportunities for visual and/or auditory learning for individuals who are deaf or hard of hearing ASL ASL ASL ASL ASL ASL ASL ASL 4 SP&A Educ Audiol Special Education Standard #6: Language Common Core

10 CC6K1 CC6K2 CC6K3 CC6K4 CC6S1 CC6S2 Effects of cultural and linguistic differences on growth and development. Characteristics of one s own culture and use of language and the ways in which these can differ from other cultures and uses of languages. Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding. Augmentative and assistive communication strategies. Use strategies to support and enhance communication skills of individuals with exceptional learning needs. Use communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant language. SP&A Spe/Lang Dev SP&A Educ Audiol Deaf and Hard of Hearing DH6K1 DH6K2 DH6K3 Communication features salient to the individual who is deaf or hard of hearing that are necessary to enhance cognitive, emotional, and social development. Impact of early communication on the development of the individual who is deaf or hard of hearing. Effects of sensory input on the development of language and cognition ASL ASL ASL ASL 4 SP&A Spe/Lang Dev SP&A Spe/Lang Dev SP&A Educ Audiol

11 DH6K4 DH6K5 DH6K6 DH6K7 DH6K8 DH6S1 Components of nonlinguistic and linguistic communication used by individuals who are deaf or hard of hearing. Communication modes used by and with individuals who are deaf or hard of hearing. Current theories of language development in individuals who are hearing and those who are deaf or hard of hearing. Strategies to facilitate cognitive and communicative development in individuals who are deaf or hard of hearing. Strategies for stimulating and using residual hearing. Gather and analyze verbal and nonverbal communication samples ASL ASL ASL ASL 4 SP&A Spe/Lang Dev SP&A Educ Audiol SP&A Spe/Lang Dev DH6S2 Facilitate independent communication. DH6S3 Facilitate communication between the individual who is deaf or hard of hearing and the primary caregivers. 4/ Literacy for DHH Special Education Standard #7: Instructional Planning Common Core CC7K1 Theories and research that form the basis of curriculum development and instructional practice. Scope and sequences of general and special curricula. CC7K2 CC7K3 National, state or provincial, and local

12 CC7K4 CC7K5 CC7S1 CC7S2 CC7S3 curricula standards. Technology for planning and managing the teaching and learning environment. Roles and responsibilities of the paraeducator related to instruction, intervention, and direct service. Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs. Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members. Involve the individual and family in setting instructional goals and monitoring progress. Use functional assessments to develop intervention plans. CC7S4 CC7S5 Use task analysis. CC7S6 CC7S7 CC7S8 CC7S9 Sequence, implement, and evaluate individualized learning objectives. Integrate affective, social, and life skills with academic curricula. Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences. Incorporate and implement instructional and assistive technology into the educational program. SP&A Educ Audiol CC7S10 Prepare lesson plans /63992-Stud Tchg CC7S11 Prepare and organize materials to implement daily lesson plans.

13 CC7S12 Use instructional time effectively. CC7S13 CC7S14 Make responsive adjustments to instruction based on continual observations. Prepare individuals to exhibit selfenhancing behavior in response to societal attitudes and actions. 4/ Class Beh Mngmt I Deaf and Hard of Hearing DH7K1 DH7S1 DH7S2 DH7S3 Model programs, including career/vocational and transition, for individuals who are deaf or hard of hearing. Select, design, and use technology, materials, and resources required to educate individuals who are deaf or hard of hearing. Integrate speech skills as consistent with educational philosophy into academic areas. Plan and implement instruction for individuals who are deaf or hard of hearing and who have multiple disabilities and special needs /63391-Pracitcum SPA Phonemic Bases Special Education Standard #8: Assessment Common Core CC8K1 Basic terminology used in assessment. CC8K2 Legal provisions and ethical principles regarding assessment of individuals. CC8K3 Screening, pre-referral, referral, and classification procedures.

14 CC8K4 CC8K5 Use and limitations of assessment instruments. National, state or provincial, and local accommodations and modifications. CC8S1 Gather relevant background information. CC8S2 Administer nonbiased formal and informal assessments. CC8S3 Use technology to conduct assessments. CC8S4 CC8S5 CC8S6 CC8S7 CC8S8 Develop or modify individualized assessment strategies. Interpret information from formal and informal assessments. Use assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds. Report assessment results to all stakeholders using effective communication skills. Evaluate instruction and monitor progress of individuals with exceptional learning needs.

15 CC8S9 Develop or modify individualized assessment strategies. CC8S10 Create and maintain records. Deaf and Hard of Hearing DH8K1 DH8K2 DH8K3 Specialized terminology used in assessing individuals who are deaf or hard of hearing. Specialized procedures for evaluation, eligibility, placement, and program planning for individuals who are deaf or hard of hearing. Specialized policies on referral and placement procedures for individuals who are deaf or hard of hearing. 4/ Intro to Deaf Studies 4/ Intro to Deaf Studies 4/53309-Intro to Deaf Studies

16 DH8S1 DH8S2 Administer assessment tools using the natural/native/preferred language of the individual who is deaf or hard of hearing. Use disability specific assessment instruments. Special Education Standard #9: Professional and Ethical Practice Common Core CC9K1 CC9K2 CC9K3 CC9K4 CC9S1 CC9S2 CC9S3 CC9S4 CC9S5 CC9S6 Personal cultural biases and differences that affect one s teaching. Importance of the teacher serving as a model for individuals with exceptional learning needs. Continuum of lifelong professional development. Methods to remain current regarding research-validated practice. Practice within the CEC Code of Ethics and other standards of the profession. Uphold high standards of competence and integrity and exercise sound judgment in the practice of the professional. Act ethically in advocating for appropriate services. Conduct professional activities in compliance with applicable laws and policies. Demonstrate commitment to developing the highest education and quality-of-life potential of individuals with exceptional learning needs. Demonstrate sensitivity for the culture, language, religion, gender, disability, 4/ Language Dev DHH

17 socio-economic status, and sexual orientation of individuals. CC9S7 Practice within one s skill limit and obtain assistance as needed. CC9S8 Use verbal, nonverbal, and written language effectively. CC9S9 Conduct self-evaluation of instruction. CC9S10 Access information on exceptionalities. CC9S11 CC9S12 Deaf and Hard of Hearing Reflect on one s practice to improve instruction and guide professional growth. Engage in professional activities that benefit individuals with exceptional learning needs, their families, and one s colleagues. DH9K1 DH9K2 DH9K3 Roles and responsibilities of teachers and support personnel in educational practice for individuals who are deaf or hard of hearing. Professional development to acquire knowledge of philosophies and skills in communication modes. Organizations and publications relevant to the field of education of individuals who are deaf or hard of hearing.

18 DH9S1 DH9S2 Interact with a variety of individuals who are deaf or hard of hearing on an adultto-adult level. Participate in the activities of professional organizations in the field of hearing impairment ASL ASL ASL ASL Deaf Resid Practicum Special Education Standard #10: Collaboration Common Core CC10K1 CC10K2 CC10K3 CC10K4 CC10S1 CC10S2 CC10S3 CC10S4 CC10S5 Models and strategies of consultation and collaboration. Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program. Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns. Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members. Maintain confidential communication about individuals with exceptional learning needs. Collaborate with families and others in assessment of individuals with exceptional learning needs. Foster respectful and beneficial relationships between families and professionals. Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team. Plan and conduct collaborative conferences with individuals with exceptional learning needs and their 23000/ Intro to Except 4/ Deaf Resid Prac 23000/ Intro to Except 23000/ Intro to Except 4/ Deaf Resid Prac 4/ Intro to Deaf Studies 5/ DHH Special Needs

19 CC10S6 CC10S7 CC10S8 CC10S9 CC10S10 CC10S11 families. Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings. Use group problem solving skills to develop, implement and evaluate collaborative activities. Model techniques and coach others in the use of instructional methods and accommodations. Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs. Communicate effectively with families of individuals with exceptional learning needs from diverse backgrounds. Observe, evaluate and provide feedback to paraeducators /63992-Stud Tchg 4/ Deaf Resid Prac 4/ Deaf Resid Prac Deaf and Hard of Hearing DH10K1 DH10K2 DH10S1 DH10S2 Effects of communication on the development of family relationships. Services and networks for and organizations of individuals who are deaf or hard of hearing. Coordinate support personnel to meet the diverse communication needs of the individual who is deaf or hard of hearing and the primary caregivers. Provide families with knowledge, skills, and support to make choices regarding communication modes/philosophies and educational options across the lifespan.

20 1/ Individual with exceptional learning needs is used throughout to include individuals with disabilities and individuals with exceptional gifts and talents. 2/ Exceptional Condition is used throughout to include both single and co-existing conditions. These may be two or more disabling conditions or exceptional gifts or talents co-existing with one or more disabling conditions. 3/ Special Curricula is used throughout to denote curricular areas not routinely emphasized or addressed in general curricula; e.g., social, communication, motor, independence, self-advocacy.

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